ENHANCING LEARNER ENGAGEMENT THROUGH TEACHER TASK INSTRUCTIONS IN EFL CLASSROOMS: A DISCOURSE-ORIENTED PERSPECTIVE
DOI:
https://doi.org/10.5281/zenodo.19507622Keywords:
EFL classroom, teacher talk, task instructions, discourse analysis, learner engagementAbstract
This extended abstract explores the role of teacher task instructions in enhancing learner engagement within English as a Foreign Language (EFL) classroom. While classroom interaction has been widely studied in applied linguistics, the specific discourse features of teacher instructions remain underexplored (Walsh, 2011). This study adopts a discourse-oriented perspective to examine how instructional language functions in classroom settings and how it may influence student participation. Drawing on selected classroom data and a qualitative analytical framework, the study identifies key linguistic and pragmatic features of effective instructions. The findings suggest that clarity, sequencing, and interactional support embedded in teacher talk can significantly contribute to increased learner engagement (Ellis, 2012). This research forms part of an ongoing project and presents preliminary insights into the pedagogical value of instructional discourse.
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